International Journal of Education

This qualitative research study focused on 32 students majoring in financial management at a university to explore the gender-driven factors in their adoption of artificial intelligence tools in an academic context. Focus group discussions revealed that male students tended to derive value from the precision and exploratory challenges of the technology, viewing AI as a tool to improve analytical efficiency and address intellectual challenges; female students, on the other hand, placed greater emphasis on the supporting role of AI in collaborative learning and concept building, using it for personalized learning and creative collaboration. The study found significant gender differences in perceived academic value, integration of usability, motivational drive, and socio-psychological dynamics. This research reveals gender differences in the AI adoption process, providing empirical evidence for designing more inclusive technological tools and intervention strategies for financial management courses.

AI tool adoption; Gender differences; Focus group; Higher education; Affective response